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Remaking masculinities

Working to improve educational outcomes for boys requires looking beyond simplistic, one-size-fits-all solutions. As Browne (1995:181) puts it:

The challenge is to work with boys and masculinity so that they see that they do have a choice. We must do more than just change unacceptable individual behaviour. Working to redefine masculinity in a healthier form requires that boys are willing to examine how they construct masculinity on a day-to-day basis, how it is maintained and passed on.

This is not easy work, not least because many of us have some vested interest in the status quo. Change is challenging - even risky - and many boys will need convincing of its value too:

Boys will need to be convinced that to accept a critical view of dominant masculinity, they are not simply being asked to sacrifice a position of privilege in order to conform to someone else's idea of what is good and right. It may not be difficult to convince those boys who suffer bullying, intimidation, teasing and exclusion because they are different in some way. It will be harder to shift the allegiances of those who have found some security in conforming to aspects of the dominant image, or who relish the kind of power it provides.

(Gilbert & Gilbert 1998:245)

Boys' awareness of their portrayal in the media as the new disadvantaged at school encourages many to be defensive about a critical look at dominant masculinity. They are, quite rightly, sensitive to generalisations that suggest that all males are violent, yet will acknowledge their unwillingness to challenge gender-based abuse of other boys or girls by their peers.

This is a difficult issue, for we want boys to recognise the harm caused by the aggression, violence, sexism and other antisocial consequences of aspects of masculinity, and to accept that they, like all males, need to accept responsibility for abolishing them … The need is to show them that, in trying to accommodate the demands of dominant masculinity, they could contribute, however indirectly, to a set of practices which, taken together, do result in harm and injustice.

(Gilbert & Gilbert 1998:246-7)

Despite the obvious difficulties, research with boys suggests that many respond positively to opportunities to investigate masculinity issues. Dunn, for example, found most boys he worked with to be intelligent and sensitive, to believe in social justice and a 'fair go', and while admitting 'the existence of sexual harassment, rape, domestic violence and other gender abuse, they almost invariably claim such behaviour to be unthinkable in their own relationships with girls and women' (1995:323). Such findings offer hope for further work with boys, as do Gilbert and Gilbert's 'set of possibilities (for) motivating boys to question masculine practices and to engage in the process of improving gender relations' (1998:247):

Boys may simply be curious about gender relations and the intellectual challenge of understanding their own development and culture. They may be experiencing personal crises such as domestic violence against themselves or mothers or sisters. They may sense a lack in their relationships with others and want more sharing and emotional intimacy. They may have their own experiences of oppression under masculine power, such as the threat of violence, or being put down or bullied. They may want to participate in a wider range of activities without being labelled a 'wuss'. They may simply want a more peaceful atmosphere at home or school.

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